Probably the greatest single resource enjoyed by a majority of NNES teachers who work in EFL contexts is the sharing of a common language between teacher and students. And yet it is this singularly powerful part of the NNEST lens which is devalued or denied by mainstream ELT in favour of monolingualist methodologies. Consequently, there exist only a few studies which document how Ll is actually used in EFL classrooms, or which seek to explore underlying principles of such practices. Ustiinel and Seedhouse have called for investigation into "how pedagogical focus and language choice are related in the teaching of other languages and in different teaching/learning contexts" (2005, p. 322).

en_US

dc.publisher

Cambridge Scholars Publishing

en_US

dc.relation.ispartof

The NNEST Lens: Non Native English Speakers in TESOL

en_US

dc.title

Ten Principles of Bilingual Pedagogy in EFL

en_US

dc.type

Chapter

utslib.location

UK

en_US

utslib.for

2004 Linguistics

en_US

utslib.citation.edition

1

en_US

pubs.embargo.period

Not known

en_US

pubs.organisational-group

/University of Technology Sydney

pubs.organisational-group

/University of Technology Sydney/Faculty of Arts and Social Sciences

pubs.organisational-group

/University of Technology Sydney/Faculty of Arts and Social Sciences/Adult Learning and Applied Linguistics Program

Probably the greatest single resource enjoyed by a majority of NNES teachers who work in EFL contexts is the sharing of a common language between teacher and students. And yet it is this singularly powerful part of the NNEST lens which is devalued or denied by mainstream ELT in favour of monolingualist methodologies. Consequently, there exist only a few studies which document how Ll is actually used in EFL classrooms, or which seek to explore underlying principles of such practices. Ustiinel and Seedhouse have called for investigation into "how pedagogical focus and language choice are related in the teaching of other languages and in different teaching/learning contexts" (2005, p. 322).